Panel details

Panel organiser(s) will be presenting	In-Person / Online
Number of paper presentations	4

Abstract

Humanitarian practice involves multiple knowledges that interact and intersect. Reflecting on the dynamics of experiential, conceptual, technical, and operational knowledges within humanitarian work invites questions of how different ways of knowing are recognised within and developed by humanitarian training and education.
This panel invites reflections on the different ways and logics of linking knowledge and practice within the humanitarian sector and its effects to consider possibilities for the design, delivery, assessment and evaluation of humanitarian training and education. We recognise that hegemonic forms of knowledge production and data gathering circulate and are reproduced within humanitarian programming through the content and methods used with humanitarian practitioners. We seek reflections that consider the possibilities for humanitarian education and practice that might be created by a more expansive and inclusive approach to knowledge creation, implementation and sharing.
Explorations may include but are not limited to:
• How is knowledge created, shared and ‘put to work’ within humanitarian practice?
• How do different knowledges within humanitarian practice and academic inquiry interact?
• Where are the disciplinary boundaries within humanitarian practice and what are the implications / possibilities of interdisciplinary thinking for humanitarian education?
• What ‘academic’ knowledge(s) might be useful and which ones not for humanitarian practitioners? How are these acquired, measured and evaluated?
• How can practitioners contribute to academic knowledge and what is the potential for closer connection between experiential and conceptual knowledges?
• How are different knowledges recognised, taught, measured and evaluated within humanitarian education?
• What are possible alternative methods to create a more expansive and inclusive approach between knowledge and practice?

This panel invites theoretical and empirical reflections on humanitarian education and practice, including reflections on methodology and methods used for understanding humanitarian training, education, pedagogy and approaches. We welcome contributions from academics, practitioners and educators.

Paper presentations